SPED CONCEPTS 1
SPED Concepts
Jennifer Sanders
School of Education, Liberty University
SPED CONCEPTS 2
SPED Concepts
Chapter 1
“All children are different and have different profiles of ability– strengths and weaknesses.” Given the
assumption that this statement is true, what is the rationale for giving children disability labels in special
education?
Discuss what your book says about this topic – The text notes that every student, including those with
disabilities and/or impairments, has different combinations of strengths and challenges that affect their learning
experiences. According to O’Brien, Beattie, and Sacco (2019), giving students labels within special education
allows school to ensure they are receiving the proper services to be successful. Regarding the justification for
assigning special education labels to students with disabilities, the authors explain that these designations are
frequently required for several important reasons:
Access to Specialized Services and Supports - easier to guarantee students with certain disabilities get the
resources, therapies, and accommodations needed. By providing legal rights, disability labels aid in the
development Individualized Education Programs (IEPs), tailored to the needs of each student.
Legal and Educational Framework - to be eligible for assistance under special education regulations like the
Individuals with Disabilities Education Act (IDEA), the disability must be formally recognized. This guarantees
that the child receives a free and appropriate public education by acting as an official way to assess their
eligibility for these services.
Targeted Instruction – teachers as well as any educational professional can better grasp a student's unique
learning needs by using labels. Teachers can more effectively adapt teaching strategies and resources to address
each student's strengths and weaknesses by classifying and identifying the impairment, which results in more
effective and individualized/specialized instruction.
The authors advise that labels be used carefully. They are useful for obtaining resources and determining
appropriate teaching methods but shouldn't set boundaries or define a student based only on their disability
alone. The student’s unique profile should be taken into account while creating their educational plan in order to
maximize their full potential.
Disability labels in special education is to guarantee that students with a range of abilities can be successful
while also abiding by the legal measures in place. The focus is on comprehending and understanding the child as
a whole, acknowledging that a label does not fully capture a student’s needs or potential.
Word count: 300
Discuss what your research article says about this topic – Advocates of labeling, emphasize that it improves the
lives of those with disabilities in many ways, including communication and the availability of resources and
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assistance (Alnawaiser, 2021). By enabling instructors and special education teachers to concentrate on the
students' skills, labeling based on their disabilities creates opportunities for these students to thrive in both their
personal and academic life. A person with a special education need or disability can feel like they belong by
being a part of a group of others with similar skills (Alnawaiser, 2021). Students may be eligible for or
accommodations or modifications for their educational needs if they are labeled for more official evaluations,
such as those for dyslexia and Autism.
Although it can have negative implications, labeling students based on their disability has been shown to lead to
a student to feeling more accomplished and accepted in their learning environment. Some argue that labeling is a
good thing since it gives those with disabilities extra help and may lead to a range of resources and possibilities.
The social context in which these names are used determines whether they are positive or negative. Teachers can
foster an environment where these disabilities are viewed as exceptionalities rather than obstacles and challenges
if they can appropriately and constructively pinpoint students’ needs.
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What are the implications of labels in the schools/classroom? The main effects of labeling students in the
classroom, according to Henley, Ramsey, and Algozzine (2017), are that teachers' expectations will be
preemptively shaped; labels may convey the idea that the student is the source of the learning difficulty; labels
may also inherently suggest that the student is not like their peers in the classroom. Students cannot receive
special education services until they are labeled, leading to the possibility that interventions be placed too late.
When kids with intellectual or academic challenges are given a name, it is sometimes assumed that they are
abnormal. They behave and learn differently from their peers, and this label will follow them even if they are
able to leave their IEP. When assigning a student a label, and in order to provide the student with the best
chances for success, teachers and the special education team should take into account all available options.
When labeling students is done incorrectly and even habitually, it could work against them rather than in their
favor. In order to help the special education team provide the accommodations, modifictions, resources and
supports needed to ensure students are successful academically, accurate testing needs to be completed for a
correct “label”.
Word count: 200
What categories of children in special education comprise the majority of students served by special
education services in U.S. Schools.
Discuss what your book says about this topic - The majority of special education students who receive services
in schools fall into the category of having high-incidence disabilities, specifically "learning disabilities, speech
and/or language impairments, intellectual disability, emotional disturbance, and health impairments," according
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to O'Brien et al. (2019). In 1990, ADHD was also classified, placing a sizable student body in the special
education category due to the shared traits like behavioral issues and academic difficulties. Since "special
education” professionals tend to be more specialized in working with students classified to be in these
categories: multiple disabilities, deafness and hearing impairments, orthopedic impairments, blindness and
visual impairments, autism, deaf-blindness, and TBI," autism diagnoses have become less common than those
for these specific disabilities, which are the most common special need category (O'Brien et al. 2019).
Regardless of whether students are classified as low or high incidence disabilities, all students with disabilities
must get services under the 1975 IDEA foundation. Even though high incidence disability students make up the
majority of students receiving services, students with other types of disabilities also receive the services and
accommodations they need to be successful in the classroom. Disabilities are essentially categorized as a
situation that hinders academic performance and necessitates the intervention of special education services.
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Discuss what your research article says about this topic - The National Center of Education Statistics (2023)
reports that specific learning disabilities accounted for 32% of the total number of children getting special
education services. The number of students in the United States receiving special education services has been
steadily rising since IDEA data gathering started in 1976, one year after it was established. In 2010, there were
6.4 million students receiving some degree of special education services, and in 2021, that number jumped to 7.3
million (NCES, 2023). In the United States, the proportion of students getting special education assistance and
services ranges from 11% to 34% nationwide, with an average of 15%.
Specific learning abilities, defined by the National Center for Education and Statistics as a learning disorder in
one or more of the fundamental psychological processes involved in comprehending or using spoken or written
language, are the most prevalent disability among this percentage of students (2023). This includes any
abnormalities that affect a student's ability to listen, think, talk, read, write, or spell in addition to specifically
diagnosed illnesses like dyslexia and dysgraphia.
Speech or language impediment, health impairments, and autism are other illnesses that receive a significant
variety of special education services; however, only 15% of this population receives help for autism. Due to
their rapid identification through standardized testing and classroom instruction, students with specific learning
disorders receive more of these services than students with other disabilities. Individuals with diagnosed
disabilities require more specific interventions and data retrieval. Although a wide range of students with
different disabilities receive special education services overall, the majority of students receiving services fall
into this category because specific learning disabilities cover a wide range of disorders.
SPED CONCEPTS 5
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What are the implications of serving this population in the schools/classroom? Although allowing students with
disabilities to receive their education in the least restrictive setting can greatly benefit the students receiving
services, the wide range of needs can have numerous detrimental side effects from these types of environments.
Constantinescu and Samuels (2016) claim to have shown detrimental impacts on kids without disabilities when
they are in a classroom alongside students who have emotional and behavioral difficulties. Students who shared
a classroom with peers who had emotional and behavioral impairments were more likely to act out in class, had
worse reading and math scores, and had more absences, per new research by Michael A. Gottfried
(Constantinescu and Samuels, 2016).
This does not imply that all interactions between students in this setting are bad; in fact, students with
disabilities typically see improvements in their academic involvement and social skills, while students without
disabilities typically exhibit less bullying behavior and greater tolerance for variety. It does, however, suggest
that further study is necessary to fully understand the impact of kids with disabilities in a classroom full of
students without impairments. Given that his findings were preliminary, Gottfried's study recognized the need
for more research and urged future scholars to examine the matter more thoroughly. According to him,
observations of many elements can be made depending on the demographics of the classroom, the degree of a
child's handicap, the backgrounds of all the children in the class, and the degree of support provided to teachers
(Constantinescu and Samuels, 2016).
Word count: 244
How does the notion of full-inclusion contrast with the original idea of the Least Restrictive Environment
presented in the 1975 passage of the national disability legislation?
Discuss what your book says about this topic - Prior to the 1970s, special education services were initially
unavailable to kids with impairments, according to O'Brian et al. (2019). When students moved from a general
education classroom to a separate special education classroom, they were regarded as being in the least
restrictive environment (LRE). During the 1980s and 1990s, the trend of mainstreaming children with
impairments while maintaining a separate category for special education students persisted.
Due to the fact that they were being "segregated and lowered academic expectations," the entire premise about
students with disabilities being in the least restrictive environment was abandoned (O'Brian et al., 2019). The
concept of mainstreaming was better understood in the 1990s and 2000s. Regardless of their handicap, kids with
disabilities were able to attend general education classes throughout the discussion of mainstreaming. The No
Child Left Behind statute had been put into effect by the early 2000s. This enhanced the academic performance
of students with disabilities and held public schools responsible for their education. In order to accommodate
SPED CONCEPTS 6
students with disabilities, schools began implementing co-teaching in general education classes.
Inclusion is the prevailing concept as of the late 2000s. State interpretations and implementations vary widely.
For the majority of the day, mild to moderately disabled kids will attend general education classes, with pull-
outs available to help with educational requirements. The pull-out setting will be maintained for those who are
severely impaired.
Word count: 229
Discuss what your research article says about this topic - Millions of students with disabilities in the US receive
special education assistance, according to Kirby (2017). The historical aspect of disadvantaged people appeared
to receive the same treatment in society is covered by Kirby. Due to lower educational standards, separate
education was based on factors like race, ethnicity, or language. For students with disabilities, this has also been
the case. Assumptions made by society about their disabilities are carried over into the field of education.
Teachers who taught inclusion had success with children who had disabilities in the general education classroom
once the legislation changed. The advantages of having kids with disabilities in the classroom became apparent
to them. Social advantages were aided by it.
The support of the classroom special education teacher and their knowledge on how to support the students with
disabilities, was paramount. According to this perspective, some educators lacked confidence in their capacity to
instruct students with impairments. When parents participated in the conversation, they first believed that a
special education classroom was the best option since it "reinforces implicit assumption" (Kirby, 2017). In
actuality, parents are divided; some believe that inclusion is the best course of action, while others are unsure of
their stance. In addition to offering recommendations "which can transform experiences for students with
learning disabilities," Kirby aims to clarify how special education presumptions have materialized for students
with disabilities (2017).
Word count: 228
What are the implications of full inclusion in the schools/classroom? There are advantages and disadvantages to
full inclusion, as with any school policies and procedures. Such advantages include but not limited to lower
expenses, enhanced social skills and self worth for children with disabilities, and more integration of kids with
different needs (Savich, 2008). The disadvantages of an inclusive classroom can include a variety of things such
as a shift in focus from all students to those who require accommodations and special attention, as well as a
potential drop in the expected level of academic performance if teachers are not adequately prepared to
differentiate instruction. Although inclusion promotes diversity and equality, it is crucial to understand how
students with disabilities affect their peers of average or even accelerated academic abilities in general education
classrooms. The idea behind implementing inclusive models is that the benefits for students outweigh the costs,
SPED CONCEPTS 7
but this may be because there is a dearth of research on the effects of students without disabilities.
Fully inclusive classrooms were designed for all students to have equal access to an education, regardless of
their abilities. However, in order to ensure this accessible education, it also integrates the appropriate supports
needed to be successful. Considering the difference of least restrictive environments might be of importance.
Word count: 205
Why do some professionals suggest that the continuum of services legitimizes segregating students with
disabilities from their peers?
Discuss what your book says about this topic - According to O'Brien, Beattie, and Sacco (2019), "special
educators constantly refer to the continuum of services when considering the numerous steps possible to bring
each student closer to the ultimate goal of education in the general curriculum." Although the Special Education
Continuum of Services contends that a general education classroom is the least restrictive setting, it also
supports student segregation based on academic performance, resources, and support. Because full-inclusion
overlooks the need for specialized instruction for students with disabilities in general education classrooms, the
continuum of services tends more toward the least restrictive model of education (O'Brien, Beattie, and Sacco,
2019).
Additionally, the continuum supports the idea of classifying students according to their disabilities, which results
in their segregation into particular environments for behavioral and academic achievement. The special
education continuum is a tiered system that places the majority of students in general education classes before
gradually separating them according to their needs. This can include full time instruction in a different
classroom, part time instruction in a resource room, or even more severe options like homeschooling or a
hospital home bound. According to this concept, students should be put in a learning environment that supports
their achievement and ability to succeed depending on their talents; however, this may not always be the case in
a fully inclusive general education classroom.
Word count: 221
Discuss what your research article says about this topic - A continuum, from the least restrictive normal
classrooms to the most stringent institutionalization, is required by IDEA legislation to determine alternate
placements, according to Kelsey Reiner (2018). This placement strategy, however, encourages special education
teams to lean more toward student segregation for the sake of overall learning. This is because it creates a Least
Restrictive Environment rather than a full-inclusion model, which in some circumstances may be more
advantageous for students. Teachers and administrators can establish intra-school segregation using a standard
that all schools and districts can adhere to by following the special education services continuum's
recommendations. Education for all, not education at any costs, is what is meant by inclusion. Based on the
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requirements of each student and what will help all, not just those with disabilities, the special education
services continuum provides educators with recommendations.
Students should receive their education in the setting that will benefit them the best. This may involve spending
time outside of the classroom, but it does not entail completely separating them from their classmates of the
same age in different buildings. Based on the need for institutionalization, the continuum designates this extreme
as the most restricted. Since every student and circumstance is unique, teachers and administrators can tailor
instruction to meet the needs of each student and establish productive learning environments by adopting a
continuum viewpoint.
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What are the implications of segregating students in the schools/classroom? Although the majority of current
practices advocate for inclusive classroom environments, there are some advantages for students with disabilities
when they are segregated. There has been an ongoing discussion over the years on which setting is most
effective, where funding should be allocated, who should have the authority to make these decisions, and how
and by whom instruction should be carried out. Full time placement in general education classrooms has
improved acceptance of students with disabilities, who have historically been labeled as different or incapable.
However, this has also resulted in a lack of focus on kids without challenges or disabilities, and students
generally suffer both academically and behaviorally when differentiated education is not properly implemented.
Students who are behind grade level can receive the interventions and supports they require to catch up when
they are segregated, which also frees up more time for individual and small group instruction. Students may feel
singled out by their peers as the "different" or the one in need of assistance when support is forced into the
classroom. Students may suffer and struggle academically but choose not to disclose it to their friends; because
other students see that is “different” when receiving para support in the classroom; this leads to students feeling
inferior. Segregated classrooms and schools can, owever, be a good choice for a student who is struggling in the
classroom, even if inclusion is typically the end goal.
Word count: 236
Considering that all students are born with different strengths and weaknesses, and taking into account
the multitude of services, accommodations, and laws pertaining to students with special needs.
**Just a bible citation needed, no outside research article or book citation needed.
Discuss what the biblical implications are for serving students with special needs.
Several fundamental Biblical ideas and teachings stress inclusiveness, compassion, dignity, and the worth of
every person. These can be used to infer the biblical implications for working with students who have special
needs and disabilities. When it comes to teaching students with special needs, these lessons offer not only
SPED CONCEPTS 9
parents, but teachers, and society at large a solid moral and ethical basis.
One of my favorite teachings is the value of each and every human on earth. All people are created in God's
likeness, according to the Bible (Genesis 1:26-27). This fundamental principle upholds each person's intrinsic
dignity and worth, irrespective of their skills or obstacles. Serving students with special needs is consistent with
the belief that, like all people, they are valuable in God's eyes. The notion that every person was made with a
purpose can inspire teachers to treat every student with dignity and respect, making sure that their educational
needs are satisfied.
Teachers and communities are encouraged to embrace inclusivity, fairness, compassion, and respect by the
biblical implications for working with and advocating for students who have special needs. These values offer a
moral foundation for guaranteeing that every student, irrespective of their aptitudes, receives the assistance they
require to thrive. In addition to offering academic accommodations, the emphasis is on acknowledging each
student's intrinsic worth and dignity as a human being made in God's image.
Word count: 229
How does this impact you personally as a leader? As a Christian educator, my approach to teaching, interactions
with students, and general view of my role in the classroom is all significantly influenced by the biblical
principles for working with kids who have special needs. The Bible inspires me to embrace a way of thinking
that is based on empathy, compassion, and a purpose that extends beyond just imparting my knowledge.
As a Christian teacher, I feel a stronger sense of purpose, of profound responsibility. Recognizing that all
students, including those with special needs, are made in the image of God is awe inspiring. I take pride in my
ability to deliver students an education that supports and nurtures every student, regardless of their obstacles. I
make it a daily habit to ensure the students all know they possess intrinsic value.
My approach to teaching was profoundly changed by the biblical implications for working with kids who have
special needs and disabilities. I feel more fulfilled in my position in the students’ lives as well as the classroom.
With this outlook, I have been able to foster not only deeper connections with the students, but within myself as
well, seeing the difficulties of special education as chances for both professional and personal development.
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With regards to full-inclusion/LRE/segregation, discuss what you have observed in the school district you
work in, have worked in, or are familiar with, and discuss your personal thoughts on the practices they
are using.
**Include a link to the school system’s website you are discussing as your reference. No book or research article is needed.
My school district has a number of services available for students that have special needs or disabilities. We
have fully inclusive classrooms, pull-out, segregation of varying types and degrees and incorporate Least
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Restrictive Environments at every opportunity that we can. There are 5 high schools in my district, I work at one
of those. While I have experience in the different learning environments, I now am entirely with students in
collaborative classrooms. Our segregated room at my high school is amazing and I would like to give thoughts
on how that is run. The students are in a classroom with different disabilities in varying degrees of severity.
There are verbal and non verbal students in the same classroom. Daily, these students are taught academics in
their self contained room, however, they go to Art, Gym, Drama, Chorus, Band with the general education
students. I see first hand, just about each day how this impacts the confidence in the students with special needs,
but the gen ed population as well. Our general education students are truly a blessing and tremendously blessed
by our special education students. Many have never interacted with someone that possess a disability, this gives
them the opportunity to give back to these students and all are greatly benefited from it. I think the kids teach the
adults many things as well.
Word count: 224
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References
Alnawaiser, A. S. (2021). Labelling in special education. Multicultural Education, 7(1).
Constantinescu, C., & Samuels, C. A. (2016). Studies flag potential downside to inclusion.
Retrieved from https://www.edweek.org/teaching-learning/studies-flag-potential-downside-
to-inclusion/2016/09.
Fayette County Board of Education. https://www.fcboe.org/.
Henley, Ramsey, & Algozzine. (2017). Labeling and disadvantages of labeling. Labeling
Students with Disabilities. https://people.uncw.edu/robertsonj/SEC210/Labeling.pdf.
Kirby, M. (2017). Implicit assumptions in special education policy: Promoting full inclusion for
students with learning disabilities.NChild Youth Care ForumN46, 175–191.
https://doi.org/10.1007/s10566-016-9382-x.
National Center of Education Statistics. (2023). Retrieved from
https://nces.ed.gov/programs/coe/indicator/cgg/students-
withdisabilities#:~:text=Among%20students%20receiving%20special%20education,learning%2
0disabilities%20(32%20percent).
O’Brien, C.P., Beattie, J., and Sacco, D. (2019). Teaching Students with Special Needs: A Guide
for Future Educators. Kendall Hunt Publishing Company.
Reiner, K. (2018). Least Restrictive Environments: Where Segregated, Self-contained Special
Education Classrooms Fall on the Continuum of Placements and Why Mainstreaming Should
Occ. Michigan State Law Review, 43, 745–748.
Savich, C. (2008). Inclusion: The Pros and Cons--A Critical Review. doi:501775
